Our Solar System
Level Q/40
Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Compare and contrast Comprehension
• Make connections • Evaluate author's purpose • Use text features to locate information • Use graphic features to interpret information
Word Study/Vocabulary • Use knowledge of word structures to determine word meaning
Science Big Idea • Earth is one part of a solar system that contains other many other objects.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
overview Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) • Comparing and Contrasting • Using Knowledge of Word Structure to Determine Word Meaning Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “The Planets” (Myra Cohn Livingston) Comprehension Strategy Assessment Handbook (Grade 4) • Ongoing Assessments #35 and #36 Notable Trade Books for Read Aloud • Leedy, Loreen. Postcards from Pluto. Holiday House, 1993. • Hehner, Barbara. First on the Moon: What It Was Like When Man Landed on the Moon. Hyperion Books, 2000. Web Site for Content Information • Understanding the Universe http://www.discoveryschool.com/ schooladventures/universe Tour the Milky Way, research famous stargazers, and get a closer look at objects in space through the “Telescope as Time Machine.”
theme connections Space Exploration Mythology and Folklore
Our Solar System
*********************** skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
• Compare and Contrast Information (pp. 3–9) Use Knowledge of Word Structures to Determine Word Meaning (pp. 4–6)
• Evaluate Author’s Purpose and Point of View (p. 4) • Use Graphic Features to Interpret Information (p. 4) • Activate Prior Knowledge (pp. 5–6) • Use Text Features to Locate Information (p. 5) This skill/strategy is the focus of the Ongoing Assessments for this title.
National contenT standards Science Earth and Space Science: a, b, c Science and Technology: b History and the Nature of Science: a
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before Reading
******************************** Introduce the Book
Book Summary Author Rachel Kranz takes readers on a tour through the solar system. With clear and vivid explanations, she makes sophisticated ideas manageable for young readers. The book starts with the center of our solar system, the Sun, then branches out to each planet. Questions at the end of the book help students recognize that space research is ongoing.
Draw students’ attention to the book’s cover. Read the title together. Turn to the back and read the blurb and author information. Examine the table of contents. Page through the book, looking at the charts and photographs. While previewing, pose the following questions to encourage students to think about the text before reading.
• Based on your preview, what do you predict this book is about? • Do you think the book is fiction or nonfiction? Why? • What do you see when you look at the night sky? • What do you already know about the Sun and our solar system? • What do you expect to learn from this book? What questions do you have for the author before you begin reading?
Set a Purpose for Reading This text provides an excellent opportunity for students to focus on the strategy of comparing and contrasting information. Explain that the author will give clear and vivid descriptions of the Sun and planets in our solar system, allowing students to identify similarities and differences. Help students identify comparisons in the text before reading. Have them turn to page 3. Say: Listen carefully to the author’s comparison of our Sun to other stars. Read aloud the first paragraph. Then point out how certain words, such as like, can signal that an author is making a comparison. Other words, such as except, signal a contrast between two things. Sometimes, however, a writer will not use signal words but rather suggest a comparison or contrast by describing one thing first then another immediately after.
Comparing and Contrasting Planets in Our Solar System Planet Size
Mercury
What is it made of?
Any moons?
Venus Earth Mars
—
Jupiter
Saturn
Uranus Neptune
—
© 2011 Benchmark Education Company, LLC
Description
Introduce the Graphic Organizer Provide each student with a copy of the Comparing and Contrasting Planets in Our Solar System graphic organizer. Explain that as they read, each student will be looking for information that describes characteristics and attributes of each planet. Once this information is collected, it will enable students to make comparisons and contrasts between the planets. Students can use sticky notes in the margins of pages where they see information for the graphic organizer.
Our Solar System
3
CHAPTERS 1&2
TEACHING TIPS Meaningful Activities for Rapid Readers
* * * * * * * * * * * * * * * * * * * * * * * *• On *page* 5*the *author* tells * us*that* * * * without energy from the Sun, Read the Text
pages 2–13 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this book?
nothing on Earth would grow. Can you explain this?
Prompts to Help Readers Monitor Comprehension
• If you come across an idea that
you do not fully understand, read on to see if the writer explains it in the following sentences. If you don’t find an answer in the text, discuss the meaning with a partner.
Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to note information for their graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss the Author’s Purpose
Invite students to share their ideas about author’s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. In Chapter 1, the author points out that we know a lot about our neighbo rhoods but not very much about the solar system. She says that she will be taking us on a “tour.” It occurred to me that her purpose is to teach us something. She wants us to be better informed about the solar system, our “neighborhood” in space.
Our Solar System
word parts
suffix: –ar relating to
Point out the diagram on page 3. Ask: How is the information different from the rest of the text on the page? How will it help you understand and visualize the information in the text? They should notice that: • Information is presented in the form of a picture, while the rest of the text uses words. • A chart is a way of visually organizing information. • Seeing this chart helps the reader visualize the solar system, the appearance of the planets, and their physical relationship to each other.
sol Sun
Use Graphic Features: Diagrams
root word:
solar
Begin the Graphic Organizer: Comparing and Contrasting
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Have students record information about the planets in the appropriate box. Explain to students that the author makes direct comparisons throughout the text as well as gives descriptive information about the different planets.
4
Draw students’ attention to the words solar system (page 2). Explain that solar, like many words in the English language, comes from Latin. The Latin word sol, means sun. By taking sol and adding the suffix -ar, the word solar is created. Create a visual word web like the one below and have the class complete it.
Use Root Words and Suffixes
definition relating to the Sun
Instruct students to define the following words by separating the root from the suffix to determine meaning: solarium, solstice, solarize.
© 2011 Benchmark Education Company, LLC
CHAPTER 3
TEACHING TIPS Meaningful Activities for Rapid Readers
* * * * * * * * * * * * * * * * * * * * * * * *• *What *would * *your*weight * *be *on * * * * Jupiter? On page 15, the author Read the Text
pages 14–20 Use the following prompt to set a purpose for the reading: As you read, think about what you already know about the Sun and planets in our solar system. Parts of this text may help you recall things you already know from books, movies, or even looking at the night sky. How can using prior knowledge help you read and understand new information? Ask students to read the chapter independently. Invite them to use sticky notes to write down any personal connections they make as they read the text. They should also continue to note information for their graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
writes that human beings would weigh double their Earth weight on Jupiter.
Prompts to Help Readers Monitor Comprehension
• If you become overwhelmed with information, stop and give yourself time to digest the concepts. Reread, if necessary.
• Study the photographs and charts to help you get a mental picture of what you’re reading.
Focus on comprehension
Use Root Words and Suffixes
Discuss Using Prior Knowledge
Invite students to share their personal connections with the text. Prompt them to compare what they already knew with what they’ve just learned by asking: What information was already familiar to you? What information was entirely new? Has your understanding of our solar system changed? What new information has helped you better understand how our solar system works?
Point out the word terrestrial (page 14). Explain to students that it, like many words in the English language, comes from Latin. The Latin word terrestris means earth. By adding the suffix -ial, a new word is created. Help students break down the word with the following:
Continue the Graphic Organizer:
terrestris + ial = terrestrial
Comparing and Contrasting
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind students to read all of the text on the pages, including the sidebars that hold important information.
Use Text Features: Chapter Heads and Subheads Ask students to notice the chapter heading. Then have them skim the chapter to notice that each planet mentioned in the chapter head appears alone as a subhead in a type style similar to the chapter head. Ask: How do these heads help you locate information in the book? They should notice that:
(earth) + (relating to) = relating to earth
Challenge students to define the following words by separating the root from the suffix to determine meaning: territory, terrain, terrace, terracotta, terrarium. Students should feel free to use a dictionary if they need help.
• The different type style helps you distinguish between headings and running text. • Chapter heads and subheads signal when the author will be discussing a new topic. • When you have to go back to take notes or find information for the graphic organizer, you can look for these heads.
© 2011 Benchmark Education Company, LLC
Our Solar System
5
CHAPTERS 4&5
TEACHING TIP S Meaningful Activities for Rapid Readers
n* your * * * * * * * * * * * * * * * * * * * * * * * *• Ihow *own* words, * *summarize ****** an asteroid becomes a meteorite.
pages 21–30 Use the following prompt to set a purpose for the reading: As you read, think about the way in which the author tries to make connections between the text and readers’ prior knowledge. How do the connections she makes bring you into the book and help you feel that her information about the solar system is relevant to your life and your experiences?
• you’ve read and write down any
Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to highlight examples of comparisons and contrasts, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
sentences sometimes make • Long us lose meaning. Reread the sen-
Read the Text
Focus on comprehenSion Discuss Using Prior Knowledge
Hold a discussion about the different connections the author makes. Encourage students to share their own ideas before you point out additional examples: Connecting Text to Self: •
On page 2, when the author asks, “But how much do you know about the solar system?,” readers draw on their own experiences and imagination.
•
On page 27, in the caption, she asks, “Have you ever seen a shooting star?” The author is pointing out that readers may have witnessed the phenomenon she is describing.
Connecting Text to World: •
•
On page 24, in the sidebar, the author draws a connection between the information in her text and how it affected the life of a well-known historical figure (Mark Twain). On page 26, in the sidebar, readers learn that ordinary people can influence the names assigned to asteroids.
Think over the information
questions you still have about the solar system. How can you learn more?
Prompts to Help Readers Monitor Comprehension
tence to see if the punctuation helps you understand the meaning. Try reading unfamiliar words aloud.
•
Use Root Words and Suffixes In Chapter 4, the author writes clear definitions for meteor, meteorite, and meteoroid. Draw students’ attention to the root word meteor. Ask: How does the definition of this word change with the addition of a suffix? Based on the definitions given by the author, ask students to define the suffixes -oid and -ite. (Students should feel free to use a dictionary.) Determine the root word and meaning of the following words from the text by identifying and defining the root word first, then the suffix. asteroid, p. 2 rotation, p. 7 diameter, p. 8 disastrous, p. 21
Complete the Graphic Organizer:
appearance, p. 22
Comparing and Contrasting
Ask students to reread or skim and scan the text to locate information to complete the graphic organizer.
6
Our Solar System
© 2011 Benchmark Education Company, LLC
AFTER READING
************************************ SYNTHESIZE AND ASSESS Retell and Summarize
As a class, generate an oral or written retelling of the book. Select the key points to create a summary.
The completed graphic organizer below can serve as a model for assessing students’ ability to compare and contrast information.
Comparing and Contrasting Planets in Our Solar System ***************************
Respond
Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.
Make Comparisons
Challenge students to use their completed graphic organizer to identify specific similarities and differences among the planets in our solar system. Ask them to consider how collecting information in a graphic format helps them to understand it more clearly.
Draw Conclusions
Ask students to formulate conclusion statements based on the reading and information they charted. Record these ideas.
© 2011 Benchmark Education Company, LLC
Planet Size
What is it made of?
Any moons?
Description
3,000 mi in diameter
rock
no
orbits the Sun quickly; rotates very slowly; temperatures vary from 806° F to -274° F
same as Earth
rock
no
called morning or evening star because you can see it without a telescope
7,900 mi in diameter
rock
yes
rotates backwards; only planet where life is found; has moon
—
rock
yes
called the Red Planet; fierce wind storms and tornadoes
biggest planet
gas
yes
stormy surface; has a Great Red Spot
second biggest planet
gas
yes
rings of rock and ice around the planet
third biggest planet
gas
yes
rotates backwards
—
gas
yes
stormiest planet
Mercury Venus Earth Mars
Jupiter
Saturn
Uranus
Neptune
Our Solar System
7
TEA CHI N G TI PS
writing workshop
Process WrItINg Steps
Before writing, have students
* * * * * * * * * * * * * * * * * * * * * * * *1. select * *two* planets * * and* create * *a * * * Venn diagram identifying their mini-lesson
Writing Focus: Comparing and Contrasting Information Remind students that throughout the book Our Solar System, they read about the eight planets and how they are similar and different. Ask students to review their Comparing and Contrasting Planets in Our Solar System graphic organizer and look for planets that might be interesting to compare and contrast. On chart paper or the board, create a Venn diagram like the one below showing the similarities and differences between two planets.
Venus
• Second closest planet to the Sun • Made of rock • Doesn’t have any moons
both
• Can be seen in the night sky without a telescope • In our solar system and revolve around the Sun • Spin faster than Earth (9 to 10 hours)
similarities and differences. 2. Have students independently write a first draft comparing and contrasting the planets. 3. After students complete their first draft, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5 Have students make any additional changes and create a final copy of their paragraph. 6 Finally, invite students to share their completed works with a group of other students.
Jupiter
• Biggest planet • One of the five outer planets • Made of gas • Four moons
Use the reproducible Writing Model to demonstrate how information from the Venn diagram can be used to write a comparison and contrast paragraph about two planets. Explain to students that using signal words such as like, whereas, while, both, same way, and opposed to, will help them communicate comparisons and contrasts in their writing.
writing ASSigNmeNt Write a paragraph comparing and contrasting two planets from your graphic organizer.
8
Our Solar System
© 2011 Benchmark Education Company, LLC
Writing Model: Comparing and Contrasting Venus and Jupiter Venus and Jupiter, two planets in our solar system, have some interesting similarities and differences. Like all of the planets in our solar
signal words for comparison
system, they both orbit the Sun. Both planets are visible in the night sky without a telescope. And both planets spin faster than Earth. Jupiter is one of the five outer planets, so it is far from the Sun. Venus, on the other hand, is one
signal words for contrast
of the four inner planets, so it is much closer to the Sun. Jupiter is made of gas, while Venus is made of rock. And Jupiter has four moons, whereas Venus has none.
writing tip To help you get started, pretend you are describing the two planets to a friend. Then write each thought in the form of a sentence.
© 2011 Benchmark Education Company, LLC
Our Solar System
Name:_ ________________________________________
Date:____________________
Comparing and Contrasting Planets in Our Solar System ****************************** Planet Size Mercury Venus Earth Mars
Any moons?
Description
—
Jupiter
Saturn
Uranus
Neptune
—
Our Solar System
What is it made of?
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:____________________
Sky Patterns A constellation is a pattern or picture in the sky formed by stars. Do research on constellations by using library resources and the Internet. In the information boxes below, identify two constellations. Explain why they have their names, and then draw them. Be sure to indicate the stars that make them up. Here are some ideas to get you started: Big Dipper, Little Dipper, Orion, Scorpius, Draco, Leo, Cassiopeia.
Name:_ ______________________________
Name:_ ______________________________
_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
© 2011 Benchmark Education Company, LLC
Our Solar System
Name:_ ________________________________________
Date:____________________
Astronaut Firsts Here is a list of famous astronauts who became the first to do something. It’s your job to match the astronaut with his or her famous achievement. Indicate each astronaut’s achievement by selecting the correct answer from the second column and then writing the letter in the spaces provided in the first column.
***************************** _____ 1. Valentina Tereshkova
a. First woman in space
_____ 2. John Glenn, Jr.
b. First human in space
_____ 3. Alan Shepard
c. First American to orbit Earth
_____ 4. Dr. Mae Jemison
d. First American in space
_____ 5. Yuri Gagarin
e. First man to walk on the Moon
_____ 6. Neil Armstrong
f. First American woman in space
_____ 7. Sally Ride
g. First African American in space
Our Solar System
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:____________________
The Asteroid Who Came To Earth… Tell the story of the asteroid that became a meteorite. Make up a story about the Meteor Crater near Winslow, Arizona. Give the asteroid a name and personality. Then tell how it became a meteorite that crashed into Earth. Illustrate your story.
© 2011 Benchmark Education Company, LLC
Our Solar System
Name:_ ________________________________________
Date:____________________
Build a Solar System First color each planet and the Sun appropriately. Then cut each one out and on a separate piece of paper, place each planet in its proper position in the solar system. Remember, each planet orbits around the Sun!
Sun
Mercury
Venus
Mercury
Mercury Mercury
Venus
Venus
Mercury Venus Mercury Venus Mercury Venus Mercury Venus
earth
Mars
earth
Venus
Mars
Earth earth earth earth earth Mars
Mars
Mars
earth
Jupite
Jupiter
Mars Mars Mars
Jupiter Jupiter Jupiter Jupiter Jupiter
Saturn
Uranus
Neptune Pluto
Our Solar System
© 2011 Benchmark Education Company, LLC
neptune
A n swer Sky Patterns Name:_ ______________________________
Name:_ ______________________________
_______________________________________ Check students’ answers
Check students’ answers _______________________________________
_______________________________________
_______________________________________
for accuracy of information _______________________________________ and acceptable rendering _______________________________________ of pattern. _______________________________________
for accuracy of information _______________________________________ and acceptable rendering _______________________________________ of pattern. _______________________________________
The Asteroid Who Came to Earth
Ke y Astronaut Firsts
***************************** a 1. _____
Valentina Tereshkova
a. First woman in space
c 2. _____
John Glenn, Jr.
b. First human in space
d 3. _____
Alan Shepard
c. First American to orbit Earth
g 4. _____
Dr. Mae Jemison
d. First American in space
b 5. _____
Yuri Gagarin
e. First man to walk on the Moon
e 6. _____
Neil Armstrong
f. First American woman in space
f 7. _____
Sally Ride
g. First African American in space
Build a Solar System
Content Checklist
• Review pages 25–28 in Our Solar System. • Name your asteroid. • Describe your asteroid’s personality. • Tell how your asteroid became a meteorite. • Describe what it was like to crash into Earth. • Describe the spot near Winslow, Arizona where your meteorite landed.
• Title and illustrate your story.
© 2011 Benchmark Education Company, LLC
Our Solar System
Our Solar System Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Set a Purpose for Reading √ Introduce the Graphic Organizer: Comparing and Contrasting Planets in Our Solar System*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Begin the Graphic Organizer* Use Graphic Features: Diagrams √ Use Root Words and Suffixes*
1
Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer √ Use Root Words and Suffixes
Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Continue the Graphic Organizer* Use Text Features: Chapter Heads and Subheads √ Use Root Words and Suffixes* Read the Text: Chapters 4 & 5 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Complete the Graphic Organizer* √ Use Root Words and Suffixes*
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond √ Make Comparisons* √ Draw Conclusions*
2
3
Content-Area Extension Activities on Blackline Masters (pp. 11–14)
Sky Patterns Astronaut Firsts The Asteroid Who Came to Earth… Build a Solar System
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-59000-506-4
Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*
Read the Text: Ch. 3 Focus on Comprehension: √ Continue the Graphic Organizer √ Use Root Words and Suffixes
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Focus on Comprehension: √ Complete the Graphic Organizer √ Use Root Words and Suffixes
Read the Text: Ch. 4 & 5 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Synthesize and Assess
Synthesize and Assess
Writing Workshop (pp. 8–9)
Mini-Lesson √ Assignment: Comparing & Contrasting*
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
5-Day Flexible Lesson
4
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. Preassessments are available in the Comprehension Strategy Assessment Handbook. *
